ICE is America’s Gestapo, the White House the Waffen SS

18 Monday Jun 2018

Posted by decollins1969 in 1, Boy @ The Window, Christianity, culture, Eclectic, Mount Vernon High School, Movies, Patriotism, Politics, Pop Culture, race, Religion, Youth

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45, Abetting, American Indian Boarding Schools, Asylum, Children in Detention, Fascism, Fugitive Slave Act, Gestapo, ICE, Immigration, Jane Crow, Kidnapping, Kizzy, Leslie Uggams, Migration, Poverty, Roots, Secret Police, Separating Families, SS, State Violence, Systemic Racism, Trump, US Immigration and Customs Enforcement, Waffen SS, Welfare, Xenophobia

Two pictures: ICE raid to arrest foreign nationals. February 6, 2017, (Charles Reed/ICE; http://amsterdamnews.com); Gestapo in midst of a raid, circa 1939-40. (http://www.encyclopediaofukraine.com). Both in public domain.

I may have developed my sense of thinking on the issue of inclusion and migration from the ostracism I experienced via the cool class of Black classmates from Mount Vernon High School. Maybe. Maybe not. But, it was on this date 31 years ago that the Class of 1987 graduated. And, within minutes of us tossing our mortar-board caps in the air, people who were the “cool ones” in the graduating class began ignoring my greetings and staring through me like I was invisible whenever and wherever I saw them. A silent treatment that I went through for two summers with this group.

This is not unlike the way the media and this 45 presidency deals with most marginalized Americans and the daily indignities and atrocities from which they suffer. Especially those who migrate without papers and those would-be-migrants and asylum-seekers. The amping up of a policy that separates parents from children at the US-Mexico border is nothing short of kidnapping and taking hostages. However, the policy isn’t entirely new, and the media coverage of it until a week and a half ago was scant. President 45 and his minions had truly believed that they could keep something like this under wraps, because undocumented migrants and asylum-seekers have no representatives, no voice, and no support among many Americans.

The cries of outrage across this country have proven them partly wrong. Still, the “cooler” — really, crueler — class of Americans, White, White privilege, White patriarchy, Whiteness-is-always-right-thinking Americans (which unfortunately also includes Americans of color) remain all for body snatching. They have either been silent or have made some lame-ass excuses for fuckery worthy only of superficially-cool high school graduates.

I’m reminded of the first time I saw America’s cruelty in kidnapping kids and tearing apart families. For me, it started with Roots in 1977. I watched through Kunta Kinte’s capture and Middle Passage across the Atlantic, his arrival in colonial Virginia, and later, the selling off of his daughter Kizzy to a slave owner who raped and impregnated her with Chicken George. Kizzy (played by Leslie Uggams) never saw her father alive again (she’s somehow able to visit her father’s grave, though), and her mother Bell is sold off to some Deep South plantation.

Leslie Uggams as Kizzy Kente in Roots (screen shot), 1977. (http://roots.wikia.com).

At seven, I cried at least three times watching this. At ten, when I saw all of this a second time, I cried and got angry. Especially at Sandy Duncan’s character, Missy Anne. Because Kizzy had the audacity to have a boyfriend and attempted to help him escape, Missy Anne shunned Kizzy and put up no protest as her father sold off her childhood playmate. And I learned that this is how nice people do people like me, especially the times when we need their help the most.

Later, I learned about the Fugitive Slave Laws. I learned how Congress, starting in 1793, passed a series of laws making it possible for every White American to act as a secret police. Whites were on the lookout for runaway African slaves in places as far-flung as Charleston, South Carolina, Bangor, Maine, Buffalo, New York, and, by the 1850s, Arizona Territory and California. The assumption of African enslavement was so pervasive that thousands of free and freed Blacks could end up being sold and re-sold into slavery, merely because some random White person wanted to make an extra $10 in the 1830s (12 Years a Slave comes to mind here).

Later, I’d learn about the Trail of Tears, Indian Removal, and the long, bitter march of indigenous peoples onto reservations between the late-1820s and 1890. A population of perhaps three million Native Americans reduced to 250,000 by the time of the 1900 Census. All federal policies as the US Army executed them. All so that mining interests could get to gold and coal, all so that railroads could be built. In the process of assimilating “the savages,” the federal government also snatched thousands of Native American children from their tribes and families and put them in boarding schools. With White families all too willing to teach them to forget about their long and proud histories, languages, and peoples.

But before learning all this, I also learned through my mom’s years on welfare just how easy it could be for a government and willing neighbors to have children and parents separated. More than once, a social worker swung by in the years between 1983 and 1990 to inspect my younger siblings, to make sure there wasn’t a man in the house, to ensure that my family’s deep poverty was real. More than once, a neighbor would threaten to call Social Services on my mom (and at least once, on me when I was a teenager) because my four younger sibling kept up too much noise. The policies that now comprise what some experts call “Jane Crow,” of separating allegedly neglectful and abusing parents (mostly Black women) in the name of protecting children, were very much alive and well during my teenage and early adulthood years. Because of course, poverty in America to the point of needing a few dollars and some Food Stamps is illegal.

Signs and protesters at “Families Belong Together March,” Los Angeles, June 14, 2018. (Robyn Beck/AFP/Getty Images).

With all this history of breaking up families to control African slaves, free Blacks, Native Americans, and poor people, why would the sudden ramping up of separating children from their parents at the US-Mexico border surprise anyone? It doesn’t surprise me. ICE has been brazen in their modern-day execution of its Fugitive-Slave-Act-esque charge to “round up all the illegals.” The White House has 45 and an army of minions who spend every waking moment of every day figuring out ways to quash dissent and foment support for policies that would make the US a Whites-only country.

But for all this to work, there have to be millions of Americans willing to help them. And there are. Some out of pure ignorance, some out of willful ignorance and denial, and some because they are racist sociopaths. All, though, are fully steeped in the idea that America would be better off if Whites remain the majority, if White men and White women sire most of America’s kids, and if all the Black and Brown people submit to their rule and oppression with bright smiles.

People, America isn’t becoming a fascist state. For so many of us, America has always hung in the balance between freedom and fascism. Fascism for Americans of color, and freedom for good, Christian-as-racism White folks. This. Is. America.

If Blacks Should “Go Back to Africa,” Whites Should Go to Australia

02 Wednesday Nov 2016

Posted by decollins1969 in 1, culture, Eclectic, Patriotism, Politics, Pop Culture, race

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"Go Back to Africa!", American Narcissism, American Revolution, Ancestry, Asylum, Australia, Australian Immigration Policies, DNA, Donald Trump, Hyper-Patriotism, Immigration, Islamophobia, Migration, Racism, Systemic Racism, UMUC, White Man's Country, World History, Xenophobia

Go Back to Africa! Go Back to Mexico! cartoon, 2003. (Luis Castellon; http://google.com).

Go Back to Africa! Go Back to Mexico! cartoon, 2003. (Luis Castellón; http://google.com).

It is part of the racism, narcissism, and stupidity of many US Whites to respond to protests, die-ins, boycotts, and even the most minor criticisms of systemic racism and oppression with “Go Back to Africa.” Or, “If you don’t love America, then leave,” as if most Blacks have a real choice. The amount of ignorant cruelty in these knee-jerk responses says as much about the individual racism of these supposedly right-standing Americans as it does about their comfortability with systemic racism and the psychological — if not material — benefits these Whites draw from Black suffering. Or, Native American suffering, as has been the case with the response of Whites to the Dakota Access pipeline protests over the past couple of months. Or Latino suffering, with chants of “Build that wall!,” “Send them back!,” and “Kick them out!” by Donald Trump’s exclusively White supporters for more than a year.

A few years ago, I had a White student in a World History course who was upset by my lecture about the historical consensus that the American Revolution wasn’t as transformational an event as Americans pretend. The student was so caught up that told me to “Go back to Africa” after the class. The lecture was about the nature of revolutions, and per usual, I compared the American, French, and Haitian Revolutions, and used various measures to compare their impact on the social order, on political systems, and on the social mobility of the citizenry after the fact. And as usual, I showed that there was much more change in France and Haiti (the latter the first successful slave-led revolution in modern history) than there would be in the new US until the Civil War.

But I had shattered a student’s worldview of America as always good, and the American Revolution and the US Constitution that followed it as part of some predestined, divinely-inspired, genius-infused plan of greatness. The result was the student yelling at me, “You’re anti-patriotic!,” “You don’t love America!,” and “If you don’t love America, you need to get out!” I mostly ignored the student’s racial Tourette’s, and got to the heart of their issue: a mediocre grade on a paper assignment and their complete misunderstanding of US history in the context of world history.

23andMe sample results, November 2, 2016. (http://ForumBiodiversity.com).

The student’s issue, though singularly unusual for me in a classroom setting, is something Blacks hear from Whites in everyday settings literally every day. Like selfish, brattish five-year-olds, many Whites claim everything and everyone as their playthings, and if we disagree, we should leave, we should suffer. But “Go back to Africa?” Even without DNA testing, demographers know half of the 44 million Blacks in the US are partly White, and about one in eight are part Native American. In my case, should I go back to Nigeria, Ghana, or the Ivory Coast, and to what group? Igbo, Yoruba, Wolof? Should I drill down, find that I’m at least one-eighth Choctaw, and apply for tribal membership, so I can live on a reservation in Oklahoma? Or should I sue the estates of the Scotch-Irish assholes who came to the US between 1795 and 1818 for owning my ancestors, for their crimes against humanity and for reparations, and then move to Edinburgh or Dublin?

No, I don’t have to leave at all. As James Baldwin said, “I insist on the right to criticize” the US “perpetually”. But if the White folk who firmly believe Blacks, Latinos, and even Native Americans ought to leave, maybe they should buy a one-way ticket to someplace that will make them feel even more at home than Europe. For these “Leave America [insert racial epithet]” people, they should seriously consider Australia. Seriously. Australia is perhaps the closest America’s Whites-first people can get to a “White man’s country” or a White person’s utopia they can find. Sure, there’s also Europe, but European immigration policies would likely lead to a high-rejection rate, due to lack of skills, higher education, and no need for political asylum.

Then Australian Prime Minister Julia Gillard not welcoming migrants and asylum seekers cartoon, June 30, 2012. (Bill Leak, http://www.theaustralian.com.au/).

In Australia, the image of the rugged White individual remains in full bloom. Their immigration policies are very much the ones Trump’s almost exclusively White supporters would go for. In Australia’s case, anyone without a passport or a visa coming to their shores by boat finds themselves in detention centers in the remote Southwest Pacific island nation Nauru or on Los Negros Island in Manus Province, off Papua New Guinea. For those with visas who’ve committed minor crimes like a traffic violation, those visas can be revoked automatically, and those people can be sent to deportation centers on Christmas Island (off the southwest coast of Indonesia, but an Australian territory), or in remote parts of Australia (less likely). Everyone from asylum seekers from Iran, Iraq, and Syria to Britons and New Zealanders arrested for misdemeanors have all been caught up in Australia’s Migration Act, its Pacific Solution, and its post-Pacific Solution solution.

Now this is a country for American White folk who want a country mostly in line with their values. You just have to leave for Australia. One caveat, though. In 1996, Australia passed the National Firearms Agreement, which restricted ownership of semi-automatic and automatic weapons. But that shouldn’t matter. Whiteness should trump all for Whites who would take up my offer to leave for Australia, a continent and country of 24 million, a place that is 92 percent White.

Teaching Migration, In Song

17 Friday Oct 2014

Posted by decollins1969 in 1, Academia, Boy @ The Window, culture, Eclectic, eclectic music, High Rise Buildings, Jimme, Marriage, Mount Vernon New York, music, My Father, New York City, Politics, Pop Culture, race, Religion, Upper East Side, Upper West Side, Work, Youth

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"(Sittin' On) The Dock of the Bay" (1968), "Living For The City" (1973), African American History, Africana Studies, Arrested Development, Black Boy (1945), Black History, Black Migration, Bruce Springsteen, Cities, Gil Scott-Heron, Gladys Knights and The Pips, Great Migration, Isabel Wilkerson, James Grossman, Joblessness, John Mellencamp, Kate Bush, Land of Hope (1989), Marvin Gaye, Mary Patillo, Migration, Nas, Nicholas Lemann, Nina Simone, Otis Redding, Peter Gabriel, Poverty, Richard Wright, Stevie Wonder, Teaching and Learning, The Promised Land (1991), The Warmth of Other Suns (2010), Tracy Chapman, Tupac, Urban America, urban blight

Stevie Wonder and Wonderlove, live performance of “Living For The City,” circa 1974. (http://youtube.com).

If I ever had the chance to teach a course specifically on the history of Black migration in America, I already know what books I’d use. Isabel Wilkerson’s The Warmth of Other Suns (2010); Nicholas Lemann’s The Promised Land (1991); James Grossman’s Land of Hope (1989); Mary Patillo’s Black Picket Fences (1999); even Richard Wright’s Black Boy (1945) and Maya Angelou’s I Know Why the Caged Bird Sings (1969). All have moved beyond the statistics of some seven or eight million Blacks moving from the rural Jim Crow South to America’s cities, North, Midwest, West and South for the first three-quarters of the twentieth century.

Falsas Promesas Broken Promises, taken by John Fekner, Charlotte Street Stencils, South Bronx, New York. 1980. (Liftarn via Wikipedia). Released to public domain via CC-SA-3.0.

But that wouldn’t be near enough to communicate the range of emotions, the psychological states and the pressures that these people faced in leaving their homes for the not-so-bright lights of America’s big cities, not to mention what they faced in the days and years after they arrived. I should know. I’m the nearly forty-five year-old son of a mother originally from Bradley, Arkansas (population 500) and a father from Harrison, Georgia. They moved to New York City in the ’60s (specifically, the Tremont section of the Bronx), then to the South Side of Mount Vernon, New York (just outside the Bronx), hooked up, and sired me and my older brother Darren between December 1967 and January 1970.

That short summary is hardly the story, though. For me — like with so many other things in my life — music tells the story, emotions and psychology beyond what words on a page alone can approximate, but not fully duplicate. Music communicates the stories, emotions and psychology of those who migrated and stayed (or didn’t) in cities across the US better than Census data or a hypothesis on proletarianization. I wanted music from my own lifetime (or at least, within a few years of it) — not just folk songs or Blind Willie Johnson or Duke Ellington — music that fit my family’s transition from migration to our current times of racism and urban poverty.

Easily the top two songs on my list to play in class would be:

Trade ad for Otis Redding’s single “Try a Little Tenderness,” January 7, 1967. (Viniciusmc via Wikipedia/Billboard Magazine, page 7). In public domain).

1. Otis Redding, “(Sittin’ On) the Dock of the Bay,” (1968), released after Redding’s death in a plane crash in Madison, Wisconsin; and

2. Stevie Wonder, “Living For The City,” (1973).

Both songs run the full emotional and psychological gamut. From hopefulness to oblivion, from delusion to despair, from rage and anger to resignation. The melancholy of Redding’s “It’s two thousand miles I roamed/Just to make this dock my home” (in reference to the distance from Georgia to San Francisco Bay) juxtaposed with Wonder’s bitterness and anger:

“His hair is long, his feet are hard and gritty
He spends his life walkin’ the streets of New York City
He’s almost dead from breathin’ in air pollution
He tried to vote but to him there’s no solution…”

It communicates so much beyond the lyrics and liner notes, a reminder for those of us who find America and its cities unforgiving today just how relentless it must’ve been for our parents and uncles and aunts and grandparents forty or more years ago.

There are other songs that I’d put on this playlist. Some are directly related to Black migration, some try to bridge the gap between the abundance of music on “the ghetto” and urban poverty and chaos and the lack of music from my own lifetime on migration.

3. Gladys Knight and the Pips, “Midnight Train to Georgia” (1973).
4. Marvin Gaye, “Inner City Blues” (1971).
5. Gil Scott-Heron, “95 South (All of The Places We’ve Been)” (1977).
6. Tracy Chapman, “Fast Car” (1987).
7. Nas (featuring Olu Dara, his father), “Bridging the Gap” (2004).

Pruitt–Igoe public housing projects, St. Louis, Missouri, circa 1967. This late-1950s “urban renewal” project was built, but failed and was razed in the 1970s. (Cadastral via Wikipedia/US Geological Survey). In public domain.

That most of these songs come from the period between 1967 and 1974 isn’t an accident. It was the height of the Civil Rights Movement, combined with the Black Power Movement and the “Black is Beautiful” campaign, the beginning of the White backlash against civil rights — including Dr. Martin Luther King, Jr.’s assassination — and the Anti-War Movement was in full swing. It was a good time to take a look at the present and recent past to reconnect with hopes and dreams in the midst of the nightmare of urban poverty.

After ’73 was the beginning of the dance and disco era, as well as a focus on the urban, on crime, on drugs, on poverty — but not in a “let’s try to solve it” kind of way. This was where rap, hip-hop, some R&B and early forms of what we now call neo-soul picked up, with little reflection on this once prominent past.

Still, there would be some honorable mentions for this migration course, music that could evoke some aspect of the Black migration, of the hope that took a downward turn, of the poverty and joblessness that have permeated America, Black and White and Brown, since the ’70s.

8. Arrested Development, “Tennessee” (1992).
9. Tina and Ike Turner (and Credence Clearwater Revival), “Proud Mary” (1970).
10. Nina Simone, “The Backlash Blues” (1967).
11. NWA, “Straight Outta Compton” (1989).
12. Tupac, “Cradle 2 the Grave” (1994).
13. John Mellencamp, “Pink Houses” (1983).
14. Bruce Springsteen, “Born In The U.S.A..” (1984). [the song’s release was thirty years ago this month, by the way]
15. Peter Gabriel and Kate Bush, “Don’t Give Up” (1986)

Nina Simone performs at a concert in 1964. (http://npr.org, via Hulton Archive/Stringer/Getty Images).

Through music, I’d hope to have a course and discussion about Black migration that reaches beyond the words origin and destination, that migration has merely been a physical manifestation of a difficult and seemingly unending cultural and spiritual journey in the US. That Black migration can also easily include the parallel journeys of those of the African or Afro-Caribbean diaspora, not to mention those from Latin America.

For me, though, a course like this would be a personal foray into all the things that have made me who I’ve been for nearly four and a half decades — a person better than the sum of America’s parts and racist, sexist, homophobic and evangelical assumptions.

Immigration Assignment & Montgomery County Public Schools

29 Wednesday May 2013

Posted by decollins1969 in 1, Academia, culture, Eclectic, Pop Culture, race, Youth

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Administrators, American History, Fiction, History, Immigration, MCPS, Migration, Montgomery County Public Schools, Parenting, Pedagogy, Personal Stories, Teachers, US History, Woodlin Elementary School, Woodlin ES

Immigrants In Own Words, Woodlin ES, May 28, 2013. (Donald Earl Collins).

Well, the two-month long ordeal that was my son’s fourth grade immigration/migration segment and assignments concluded at the end of last week. While my son’s teachers at Woodlin ES and administrators at MCPS were well-meaning, this was probably the single worst assignment I’ve seen given by them to my son and his classmates. As I said in my post on this project from earlier this month, teaching undergraduates and graduate students the big and nuanced differences between two enormously important trends in American history is difficult. Teachers with an average understanding (at best) of historical trends and patterns like immigration and migration teaching nine and ten-year olds? That’s an almost impossible task.

It was a thoroughly frustrating assignment to watch my son go through and for me as his helper. It was a terrible set of tasks pedagogically, and just plain bad history, even for elementary school. Their so-called Wax Museum immigration project (they also titled it the 4th grade Legacy Project) called for each student to interview a relative that immigrated to the US. After our complaints, the school modified the assignment to include “a composite of several of your family members, with a mix of fact and fiction to tell the story” (emphasis added). Sorry, but encouraging “realistic” fiction for a big social studies assignment is beyond unacceptable. It shows a complete misunderstanding of US history and proper teaching methods for this subject.

In getting ready for my version of summer academic enrichment for my son (where he can build on his reading, writing and math skills while also doing fun summer camps), I ordered textbooks and other grade-appropriate materials. One of these was the activity workbook for The American Journey textbook, typically US history taught between sixth and eighth grade. I have tons of US history textbooks — I wanted the activities workbook to help guide and calibrate what my son should read and learn without going into every college-level historical nuance.

“An Immigrant’s Experience” worksheet from The American Journey activity workbook, May 28, 2013. (Donald Earl Collins).

When I leafed through the workbook last week, I found a worksheet activity titled “An Immigrant’s Experience.” The worksheet directions asked for students to “[i]nterview someone in your community who immigrated to the United States from another country or research the life of an immigrant to your state.” I realized that the questions from my son’s “Immigrants in Their Own Words” assignment were similar to the ones from this worksheet meant for kids at least two grade levels above his.

That sounds great in some respects, but it’s not. Not really. Not when I considered the fact that this was my son’s (and his classmates’) first real foray into US history at his school. Not when I figured that even this material from Glencoe McGraw-Hill mixed up immigration and migration, and yet the questions were specifically about immigration. These questions were obviously meant to cover either the 1870-1920 period or (in some cases) the period since 1965.

And certainly not when I thought about what my son told me about his teacher’s negative response to changing his assignment questions to specifically reflect migration, in his case, Black migration. Really? I didn’t think that asking his grandmother about what her folks thought about the differences between the US and their home country was an appropriate question.

As part of this social studies segment, my son also had to complete an assignment on waves of immigration, one that listed immigration to the Western Hemisphere in four phases or waves. One being from 1492-1820, then 1820-1890, then 1890-1950, then 1950 to today. This just made me shake my head. The periodization — as we historians call it — was so far off that slaves and conquistadors could be considered immigrants in the same way as Scotch-Irish living in the hills of Kentucky! Apparently MCPS produced this handout in 2001 as part of their social studies focus.

Focus Questions For Waves of Immigration (2001), MCPS, May 28, 2013. (Donald Earl Collins).

Now I’ll have to do something I hoped I’d never have to do, at least prior to my son going to high school. I must now correct what my son has been taught in school for the past two months. Good thing, though, that most of what my son learned on this topic will be forgotten by July 4th. It’ll make it easier for me to correct the incorrect.

K-12 Curriculum as a Mystery Novel

02 Thursday May 2013

Posted by decollins1969 in 1, Academia, culture, Eclectic, Pittsburgh, Politics, Pop Culture, race, Youth

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4th Grade, Facts of Life, Head of the Class, High-Stakes Testing, History, Homework, Immigration, Jacob Lawrence, K-12 Curriculum, K-12 Education, K-12 Education Reform, MAP-M, MAP-R, Maryland, MCPS, Migration, Montgomery County Public Schools, MSA, Mystery Novels, Parenting, Phillips Collection, Sherlock Holmes, Silver Spring, Social Studies, Student Development, Teacher-Parent Relationship, Teaching and Learning, Textbooks, The Migration Series, Washington DC, Writing

Unsolved Mysteries, December 19, 2011. (http://news.discovery.com).

This week, my son will complete a fourth-grade project in which he interviewed his Pittsburgh grandmother about her migration experience from rural Arkansas to Pittsburgh, Pennsylvania during the Depression decade. Sounds pretty good — and very advanced — on the surface of things. But the reality of how this school project evolved shows how much has changed — and not for the better — regarding schools and curriculum. For my son’s school in Silver Spring, Maryland, for Montgomery County Public Schools and for schools across the country.

You see, the bulk of testing season is over for MCPS’ elementary schools. So instead of practice tests, formative assessments (otherwise known as “formatives”) and the actual exams (MSA, MAP-M and MAP-R), the teachers now have to focus on lesson plans that aren’t test-driven. For April, the fourth-grade teachers at my son’s school decided to do a social studies project on immigration. They started with a wax museum project at school, as well as a field trip to the Phillips Collection in DC.

This was where things began to get interesting for me as a parent. The permission slip for the field trip presented this unit as immigration. Yet in my son’s trip to the Phillips Collection, him and his classmates would peruse a set of Jacob Lawrence’s paintings on migration. For those of you who don’t know, Lawrence’s most famous paintings were of the Great Migration of African Americans from the rural South to the urban North between roughly 1915 and 1930.

Jacob Lawrence: Migration Series, Phillips Collection, Washington, DC (1993), May 1, 2013. (Elizabeth Hutton Turner; http://ucdavis.libguides.com/).

Jacob Lawrence: Migration Series (Cover Art), Phillips Collection, Washington, DC (1993), May 1, 2013. (Elizabeth Hutton Turner; http://ucdavis.libguides.com/).

I could barely contain the historian side of me when I read such an obvious and unbelievable error. But I decided to not assume that the fourth-grade teachers made the decision to treat immigration the same as migration. So I hand-wrote a note that politely suggested that they make a correction on the permission slip and for the overall assignment, since immigration and migration aren’t the same at all.

This was the response I received by email on April 4:

“We have had this wonderful trip planned for the 4^th grade for the past 4 years and we always make sure to front load the students with information about the migration process.”

When teachers go into placating-mode without actually addressing my concerns as a parent (and an educator, for that matter), it’s usually a sign of trouble where there otherwise shouldn’t have been any trouble.

Then, nearly two weeks ago, my son brought home his interview/presentation assignment based on the wax museum project and his Phillips Collection field trip. It was titled “Immigrants in Their Own Words.” The fourth-grade teachers had charged the students — including my son — with the task of finding a family member who had immigrated to the US, interviewing them and asking them questions like “In which year did you come to America?” and “What is the biggest difference between America and your country of origin?”

Flabbergasted is just the beginning of my deep sense of puzzlement over the assignment. It was an assignment straight out of a Facts of Life or Head of the Class episode from the 1980s, culturally and racial insensitive to the core. After all, the height of White immigration to the US ended nearly a century ago. For Blacks, well, if I have to explain it, then it may be worth the while of those of you who do teach to take my History of American Education course (that is, whenever I get to teach it again).

My wife wrote an email about this follow-up assignment, to which my son’s teacher replied, “[e]migration and [i]mmigration are almost splitting hairs.” Really? In what history or ed foundations course? With some prodding, we were given the opportunity to adapt the assignment so that my son could work on migration. Of course, even without that note, I would’ve insisted on him doing migration anyway.

Mysterious…the new Sherlock Holmes, January 17, 2011. (H. Armstrong, Roberts/Corbis; http://www.guardian.co.uk/).

That this process was poorly executed is only part of the story. For nearly five years, my son’s curriculum has been a mystery to me, as it jumped around from pre-algebra to basic addition, from writing letters in which he could write phonetically to having to write about beetles in grammatically correct but short sentences. After five years, my son has never brought a textbook home. The weekly emails from teachers and postings on the neighborhood school website and the MCPS website tell me a lot about nothing.

In sum, I know quite a bit about test dates, subject areas and sometimes subject matter in which the state of Maryland and the school district will test the students. What we don’t know from day one of any school year are the themes for each subject for the year or for any given marking period. Because of the priority of testing above all else, the amount of time in the curriculum on subjects like social studies has narrowed, and with it, a teacher’s ability to be autonomous and to think through curriculum in a critical manner. And without textbooks, I as a parent can’t truly anticipate how to help prepare my son for any new or potentially challenging materials.

It’s difficult, though, to anticipate that your son will come home with an assignment on immigration in the fourth marking period of fourth grade. Especially when I as a history professor know how complicated these processes are for undergraduate and graduate students to wrap their brains around. Especially since my son has yet to write a full-fledged book report on any any book he has read for school. Or spent significant time on history or other, non-test-related subjects. Education should always be a journey, but never a mystery.

Sports and “The -tions”

22 Saturday Dec 2012

Posted by decollins1969 in 1, Academia, culture, Eclectic, High Rise Buildings, Politics, Pop Culture, race, Sports, Work

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"Social Political Economic", African American History, De-industrialization, Declining Cities, Economic Inequality, Gentrification, High School Social Studies Teaching Formula, Higher Education, History, History of American Sports, History of Education, Immigration, Industrialization, Migration, social mobility, Suburbanization, Teaching History, The -tions, Urbanization, US History, World History

Gentrification via sports collage, December 22, 2012. [Includes aerial view of location of new DC baseball stadium site, June 22, 2006, http://www.wreckingcorp.com; Nationals Park Greeting Card; Baseball Stadium Price Tag cartoon, March 27, 2008 (Nate Beeler/Washington Examiner)]

Off and on for the past twenty years, I’ve attempted to wean my students off the ridiculous high school social studies formula for addressing an essay question or writing a history paper. Thinking about history — particularly modern world history or US history — purely in social, political and economic terms misses so much. History is about patterns, trends and dynamic processes involving people and human tendencies. So in my discussion sections for US History Since 1877 in the fall of ’92, I began to discuss the idea that you can better understand history through applying what I started to call “the -tions” as a series of trends, processes and patterns.

I did this because I’d already grown tired of students who had adopted “the formula.” The formula goes something like this. First, write an introduction (usually, without mention of the need for a clear thesis statement). Then, put facts, events, ideas and evidence in the social, political and economic changes silos (it always has to be these three). Then, write a conclusion that restates the introduction, with a “my essay/paper has proven” sentence.

Steel grain silos, Ralls, Texas, October 12, 2010. (Leaflet via Wikipedia). In public domain.

It’s a terrible way to teach history, and a terrible way to write about it. It leaves so much out, including the idea that history is a constantly evolving process, not a static picture of events involving larger-than-life individuals herding billions of people through one period of history or another. So I decided to make immigration, industrialization, urbanization, and migration (sometimes called internal migration) a bigger focus with my students my second year of graduate school at Pitt. Some liked it, some didn’t, and some just kept writing their formulaic five-paragraph essays for their midterm and final exams. Oh well.

So, in expanding my list of -tions to include de-industrialization, suburbanization, globalization and gentrification over the years, I’ve begun to see patterns beyond what I typically teach or even write about. The rise and decline of American cities are a case in point. Especially if one compares this to the rise and decline of mainstream American team sports over time. That baseball, football and basketball have all been the nation’s first or second most popular sports at one point or another since the 1890s is a reflection of the leisure activities available to ordinary Americans living in growing or declining cities.

Of course, I could also include boxing (as this was America’s most popular sport through the first four decades of the twentieth century). But as an individual sport wrought with even more racial overtones than baseball, boxing deserves a separate discussion. For team sports, though, their rise or decline in popularity seems to have followed a number of trends related to the -tions.

Baseball was the nation’s most popular team sport from the 1890s through the 1950s, mirroring the growth of American cities (urbanization) during the same period. Immigrants from Southern and Eastern Europe helped grow these cities, as they left behind rural poverty, religious persecution and pogroms for industrial exploitation here in the US. Native-born Whites, already enamored with baseball, essentially introduced these immigrant groups to the sport, which in turn made it more popular. Of course, many sons of these immigrants became great baseball players. Blacks migrating to cities such as New York, Pittsburgh, Kansas City and Chicago also adopted the pastime. Every -tion is involved, at least, that’s my argument.

As we well know, though, baseball has declined in popularity since the 1950s, as the professional game became an integrated sport, and as millions of Whites began moving to the suburbs, taking millions of jobs with them. Blacks underwent a second massive wave of migration after 1940 that grew during the 1950s and 1960s.

During this transition, basketball and football (especially the latter) became more popular sports. Both were sports whose history and records were less revered than those in baseball, and at least appeared to be more welcoming of athletes of color than baseball. In the migration of Whites from cities to suburbs and Blacks to cities, the shuffling of team sports’ popularity and their locations began.

Pittsburgh's Civic Arena under demolitiion, March 11, 2012 (AVPHOTOGRAPHICS PGH via Flickr.com). In public domain. The "Igloo" (home of the Pittsburgh Penguins) itself was built after the demolition of the Lower Hill District between 1958 and 1961, displacing thousands of Blacks in the process.

Pittsburgh’s Civic Arena under demolition, March 11, 2012. (AVPHOTOGRAPHICS PGH via Flickr.com). In public domain. The “Igloo” (home of the Pittsburgh Penguins) itself was built after the demolition of the Lower Hill District between 1958 and 1961, displacing thousands of Blacks.

Once the US economy began to decline, and then de-industrialize, in the 1970s, 1980s, and 1990, the role of declining cities attempting to hold on to their sports franchises became a new theme. Declining post-industrial cities like Baltimore, Detroit and Cleveland lost their teams entirely to other cities, or lost them to the suburbs. While Sunbelt cities like Dallas-Fort Worth, Atlanta, Phoenix, Denver and Houston have picked up some of these pieces.

Gentrification, backed by a politically conservative model for economic growth and nary a concern for the declining income of city residents, has led to a return of professional sports teams to city centers. Billions of taxpayer dollars have gone into sports arenas and stadiums in Washington, DC, Brooklyn, Seattle, Detroit, Boston, San Jose, and so many other places across the country. But with little to no benefit for the people living in these cities, especially the poor. As a result of the inflation that came with gentrification and these commercial building ventures, millions of America’s poor have been forced to move out into poorer suburban communities that often border major cities.

Maybe it’s just me. I just don’t find much to celebrate about the business side of sports today, because it reflects the trends of growing economic inequality and much more difficult social mobility. It shows how desperate the mayors of declining cities are for growing their municipalities, without regard for its poor and working-class residents. It’s emblematic of our culture’s inability to see that the shift from industrial work to service industry work has left millions without the ability to live decent lives in city or suburb, whether they migrate to Houston or stay in New York. Sports is a reflection of these trends, but they also exacerbate them as well.